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A Critical Review of Learning Styles in Higher Education
Working paper   Open access

A Critical Review of Learning Styles in Higher Education

Andrew Hede
Faculty of Business Working Paper Series, Vol.6(2), pp.3-42
University of the Sunshine Coast
2003
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Abstract

Specialist Studies in Education higher education learning
The vast literature on styles related to learning is characterised by a myriad of models which can be broadly classified as based on either personality, cognition or instructional preference. The present review identifies 26 style models in addition to the 30 classified by previous researchers. The literature also reveals considerable confusion regarding the conceptual distinctions between styles, abilities and types. A detailed analysis is presented of three style models which have been researched extensively. It is concluded that style models ultimately reduce to type classifications of individual differences which are treated as falling into discrete (typically binary) categories when in reality they vary across continuous dimensions. A new model is presented which accommodates styles within the context of abilities, preferences and activities which together determine learning outcomes. This paper argues that designing higher education course delivery in terms of stereotyped styles will not serve all learners and may well disrupt the learning of those whose abilities and preferences do not fall at the extremes of the various dimensions. As well as accommodating individual differences, it is argued that academics need to develop the competencies of students beyond their stylised preferences.

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